A Research About The Mentor-apprentice For The Professional Development Of The Preschool New Teacher

With the development of preschool education,there is being a large number of new preschool teachers.More and more attention has been paid to the strengthening of old teachers' guidance to new teachers and to the promotion of new teachers' professional development.However,in the educational practice,the implementation of the teacher-apprentice model committed to the professional development of new teachers is not satisfactory.Therefore,from the reality of kindergartens,strengthening and improving the teacher-apprentice model is an important issue in the construction of kindergarten teachers.The new kindergarten teachers in this study refer to new teachers who have been employed for less than three years.The professional development of new kindergarten teachers is a process in which kindergarten teachers transition from novice teachers to qualified teachers.It is a concept of development,which is both a state and a continuous deepening process.The teacher-apprentice model is a post-service teacher training model based on the apprenticeship system to promote the professional development of new teachers.This study uses narrative research methods to approach the life of preschool teachers,record the actual teacher-apprentice activities in kindergartens,and restore teachers' true views on the teacher-apprentice activities.By showing the real picture of the kindergarten teacher-apprentice model,it explores the influencing factors of kindergarten teachers and apprentices on the sustainable and effective operation of the model and proposes ways to improve and strengthen the mentoring model.In this study,we selected four teachers with different backgrounds as the research objects,and they are representative of the kindergarten teacher team.Of the four teachers,two are new apprentice-teachers,and two are old mentoring teachers.Among the two new teachers,one is a newly graduated teacher T from a secondary school,whose major is music,the other is a newly graduated teacher D of the pre-science education major;one of the two old teachers is a 34-year-old backbone teacher S.The other is teacher F with 30 years of teaching experience.The study shows the two new teachers' professional development experiences in the teacher-apprentice model,and the practice and thinking of the two old teachers in the process of taking the discipleship.It highlights the existing problems of the teacher-pupil model in the professional development of kindergarten teachers,and contains the reasons for the problems.Based on the true teacher-apprentice stories of the four teachers,this study puts forward the following thinking on the teacher-apprentice model that promotes the professional development of new kindergarten teachers: first,kindergartens should elaborate an active planning for new teachers who also need make it for their professional development.Second,focusing on the promotion of the new professional qualities of kindergarten teachers,putting forward the goal of the implementation of the teacher-apprentice model,and determining the main contents of the mentoring activities;thirdly,setting forth on some necessary criteria for selecting masters;IV.through the description of the establishment of an equal teacher-apprentice relationship,the apprentice's “position” in the teacher-apprentice model is proposed,positioning themaster-apprentice relationship as: “equality,mutual assistance,and family”,and summarizing the teaching methods that influence the teacher-apprentice relationship;V.In order to ensure the effectiveness of the mentoring activities,it is recommended that kindergartens establish an effective evaluation mechanism from the four aspects: the formulation of evaluation criteria,the diversification of evaluation subjects,the multidimensional evaluation contents,and the diversification of evaluation methods.